The Setting

Walmer Bridge Day Nursery and Out of School Club is a privately owned setting situated in the original village Primary School, which dates back to the 1800’s. It is set in a lovely rural village with close commuter links to the city of Preston and Liverpool. We are open from 07.30-18.00 hrs, 52 weeks of the year, only closing for bank holidays.     We are registered for 59 children.

Yvonne Tucker is our Manager and she is also the SENCO and person responsible for behaviour. Anne-marie Taylor is the Deputy and she is responsible for Equal Opportunities and is our Parental Co-ordinator.

Accessibility and Inclusion

Our setting is situated over 2 floors, with our Baby and Toddler Room, Nursery and Pre-school rooms on the ground floor.     Our Out of School Club is on the second floor. The lower rooms are accessible, with furniture being arranged to accommodate a wheelchair. We have accessible changing facilities and downstairs toilet facilities. We also have a disabled parking space.

Our Nursery prospectus is available in different languages and many displays and posters in the setting reflect on the languages used by the families in our setting.

Images of signs and symbols are displayed around the setting and we use bi-lingual support and resources. We have a range of resources available to interaction at appropriate levels for example talking tin lids, talking photograph albums.

The Nursery is committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and to develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs.

Identification and Early Intervention

The Nursery believes that all children have the right to experience and develop alongside their peers no matter what their individual needs.     It is the duty of the nursery to carry out our statutory duties to identify, assess and make provision for children’s special educational needs. Our nursery adopts a graduated approach to assessment through a Special Educational Needs Support Plan. Good practice of working together with parents, and the observation and monitoring of children’s individual progress, will help identify any child with special educational needs. Our nursery has identified a member of staff as a SENCO who will work alongside parents to assess the child’s strengths and plan for the future. The SENCO will ensure that appropriate records are kept according to the Nursery Policies.

 

Our aim is to enable every child to flourish by encouraging and building upon their unique strengths and interests. We recognise that every child is different, and each individual child is always our starting point. At our Nursery we observe children on a daily basis, which is an essential part of our daily routine. Staff will make systematic observations and assessments of each child’s significant achievements, interests and learning styles. We look, listen and note children’s learning and development to make informed decisions about every child’s progress, using photographs, children’s drawings, writing and information from parents to guide our everyday planning.

 We acknowledge that the environment plays a key role in supporting and extending the children’s development. The focus of observation, assessment and planning supports every child within the learning environment, the wider context, through transitions, continuity and multi-agency working. This begins by observing the children – look, listen and noting, then assessing their interests, development and learning, before planning challenging yet achievable activities and experiences to extend the children’s learning.

 We review Targeted Learning Plans every 8 weeks and hold review meetings with parents at this time. External support services are requested by the SENCO in consultation with the child’s parents.

Teaching and Learning Part 1 – Practitioners and Practice

The Nursery is committed to working alongside parents in the provision for their child’s individual needs to enable us to help the child develop to their full potential. The setting is committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make use of the nursery’s facilities.

 At Tarleton Day Nursery we operate a key worker system and their role is to develop a trusting relationship with the parents and children in their care. They will ensure that the needs of each child are recognised within the overall curriculum framework and that TLPs are devised in conjunction with parents and the SENCO.

 The setting uses a broad and balanced early learning environment for all children with learning difficulties and/or disabilities. It provides differentiated activities to meet all individual needs and abilities. We use a system of planning, implementing, monitoring, evaluating and reviewing Targeted Learning Plans (TLPs) for children with learning difficulties and/or disabilities.

 We provide well-planned, purposeful play, both indoors and outdoors, providing key opportunities for children to learn with enjoyment and challenge. We recognise the importance of the quality adult support and secure continuous play environment in the role of quality effective play. Our weekly and daily planning is displayed in the reception area and in individual rooms.

 Each child has a Learning Journey; this will contain observation, photographs and samples of the children’s work to support staff in assessing and planning for each child’s future development.     Through play our children explore and develop learning experiences, which help them make sense of the world.     They practice and build up ideas, and learn how to control themselves and understand the need for rules.     The have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. The express fears or re-live anxious experiences in controlled and safe situations.

Teaching and Learning Part 2 - Provision & Resources

The Early Years Foundation Stage learning environment is organised to allow children to explore and learn securely and safely.     There are areas where the children can be active and also to be quieter and to rest. The environment is set up in learning areas, where the children are able to find and locate equipment and resources independently.     Space has been imaginatively used in order for all our children to have varied opportunities for active inquiry and discovery.

Experienced practitioners play a key role in enriching and extending every child’s learning potential. The nursery has an attractive, open-ended outdoor area.     This has a positive effect on the children’s development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children the opportunity to explore, use their senses and be physically active and exuberant.   We plan activities and resources for the children to access outdoors that help the children to develop in all seven areas of learning.     The children are encouraged to access all these areas independently and take ownership over their learning.

The school recognises the need for high quality resources to support the curriculum, placing value on staffing as an essential resource. Classroom resources are varied and range to meet the individual needs of the students. We aim to ensure that resources are suitable, age appropriate, up to date and motivating with delegated budget holders responsible for them.

We work in partnership with parents and other agencies in order to meet individual children’s needs, including health and education authorities, and seek advice, support and training where required.     We monitor and review our practice and provision and, if necessary make adjustments, and seek specialist equipment and services if needed.

Reviews

Parents are children’s first educators and we highly value the contribution that parents make. We recognise the role that parents Have played, and their future role, in educating their children.

We welcome parents/carers into the nursery to support and enrich the learning opportunities provided. We endeavour to ensure that parents/cares are informed about the nursery life through regular newsletters, planning information, booklets, open events, displays, learning stories, individual plans, termly meetings and many daily informal opportunities to share information regarding their child’s progress and achievements, so that they can support the next stage of learning for their children.

 As a nursery we believe that parents / carers have a vital role in supporting their children’s education so that it is important that the views of parents / carers are taken into account and the wishes of the pupils are listened to throughout the childs’ placement at Tarleton Day Nursry. Communication is facilitated through the weekly newsletter, home visits, termly meetings, open door policy, parent training sessions and email correspondence with key workers.

 At the nursery we believe that all children can learn and should have access to a broad, balanced and relevant curriculum, designed to meet their individual needs, which enables them to be included successfully in a learning process leading to educational progress and the development of independence, life and social skills. All children have individual targets across the prime areas of learning that show progress, as well as     being set social and behavioural targets which are shared and agreed with parents and the children.

Transitions

We believe that all children should feel as comfortable, confident and emotionally secure as possible when entering the nursery setting, moving between rooms or transferring to another setting. Children starting the setting need support to enable them to adjust to a temporary separation from their family. Our Nursery practitioners build on the work of the family and take steps to ensure that the child is valued as an individual in the setting. We understand that children enter the setting from a variety of backgrounds and will respond to it in many different ways.

 We require parents and practitioners to work together in equal partnership for the planning and admission of their child. Each child is allocated a key person who arranges taster sessions for the parents/carers of the child. These sessions are very flexible and used to get to know each other. At these sessions key persons will talk about routines, likes and dislikes and will be given an All About Me booklet to be filled in with the child.

 When a child reaches the time to move within the setting to a different room, taster sessions are made available to individual children. The child’s key person will discuss these sessions with the parents/carers and will spend time with the child in their new room. Upon transition to school preparations and discussions take place from the Summer Term. Visits to the new schools, uniforms to familiarise the children with the different clothing and visits from the children’s new teachers are accommodated.

Staff Training

 Our setting has an Early Years Teachers, who has had many years of working with children with additional needs. All other staff are qualified to Level 3 and have had many years of working with children, therefore very experienced. Two of our staff have are experienced in working with children who are tube fed and have quite profound difficulties. They have also worked with children with communication difficulties and have used pecs and signalong. When choosing a key person for a child a member of staff will be matched with having the most experience within that area.

We have developed a core team of staff who are experienced in the care of children with additional needs and employ a Special Educational Needs Co-ordinator     who is experienced in the care and assessment of children with additional needs.

 Further Information

 Our Nursery operates an Open Door Policy, where a parent may come into the Nursery at any time and spend time with their child or looking through their Learning Journey. If a parents requests that they discuss issues about their child, then an appointment can be made that is mutually convenient, this ensures that their child’s keyworker is available and will not be disturbed.

Our Nursery staff are available at pick up and drop of times for brief discussions and Managers are available should they wish to speak to a senior member of staff. Our setting staff are very knowledge, however should they be unsure of information they will endeavour to seek clarification.

You can contact us on 01772 611222 or email us on walmerbridge@btinternet.com